Fullerton

Online Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)
Revised 4.20.17

Directions for Preparation for POP Cycle
1. New Teacher (NT) and Mentor (ME) identify date for lesson observation and set dates/times for pre- and post-observation conferences.
2. Minimum three days before lesson delivery, NT prepares POP Cycle Form.
3. NT completes Section 1: New Teacher Information, lesson plan, and Section 2, Part A NT Reflection.
4. NT emails POP Cycle Form and Lesson Plan to ME.
Directions for Pre-Observation
5. Minimum 48 hours before lesson delivery, ME reviews Lesson Plan and Section 2, Part A: New Teacher Reflection; completes Section 2, Part B: ME
Feedback.
6. ME shares feedback with NT during pre-observation conference. Lesson plan is adjusted as needed and finalized for delivery.
Directions for Observation and Preparation for Post-Observation Conference
7. During lesson delivery, ME completes Section 3A: ME Observation of Lesson Delivery, noting both Teacher Actions and Student Actions.
8. Prior to Post-Observation Conference, NT reflects on lesson outcomes and completes Part 3B: NT Reflection on Lesson Delivery.
Post Observation Conference Directions:
9. Within 48 hours, NT and ME share notes; discuss lesson observations and outcomes; complete Section 4. All parts should be transcribed into one
document and submitted to course instructor. Information is used for ILP.
Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level

Michael Tomas Michaelandres.tomas@gmail.com Physical Education 5-10

Mentor Email School/District Date
Charter Home School
Rebekah Moor rmoor@vusd.us Acad./Visalia Unified School 10/12/18
District
Content Standard Lesson Objectives Unit Topic Lesson Title
Students will engage in moderate to
vigorous physical activity and assess Combination of Movement
3.1, 3.2, 3.5, 3.6 Interval Training: Cardio/Strength
their attainment or progress toward Patterns and Skills
individual fitness goals.
CSTP Element(s) Focus for POP Cycle (In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
1 - Emerging 2 - Exploring 3 - Applying 4 - Integrating 5 – Innovating
NT pedagogical skills are Skills are developing as NT Skills are applied as NT Skills are refined as NT Skills are polished as NT
newly formed and just investigates and examines makes increased relevant combines elements into a expands ability to add new
coming into prominence pedagogical practices and suitable use of cohesive and unified methods and strategies
pedagogical choices pedagogical repertoire into pedagogical
repertoire
Rating Description (Identify both teacher and student rating for CSTP 1
CSTP Element Initial Rating
and 2.)
Connecting learning to students’ prior
Emerging - Students always connect what they already know, and
1.2 knowledge, backgrounds, life experiences, 1
volunteer when called to demonstrate what is being taught.
and interests
Exploring - Several general and sport specific movements are paced with
Using instructional time to optimize
lesson plans and given enough time for the students to learn and practice
2.7 learning 2
them. Adjustments are made as the movements are performed, refined as

the students perfect them.
Section 2: Pre-Observation Conference
Part A: NT Reflection Part B: ME Feedback

Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
Inquiry Focus/Special Emphasis
● What is your inquiry focus and/or
Special emphasis on gross body movements and student Some checking for understanding from your
special emphasis?
understanding and participation of interval training students would not only keep them engaged, but
● How will you incorporate the
methods. Specific feedback from my ME regarding it would ensure their learning. Asking specific
inquiry focus and/or special
student engagement and others ideas to efficiently questions about the task, repeating instructions,
emphasis into the lesson?
communicate lesson goals would be appreciated. talking to partners/peer about the objective/goal
● What specific feedback do you want
from your ME?
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Jenaya R. – IEP requires the aid of
auditory instruction if anything Jesse F. - underperforms physically
Focus Students
requires reading. If any materials when compared to other peers in
● Summarize critical Jesus L. – student requires extra
that are handed out are typed, an his age bracket. Will provide
needs and how you explanations or clarification of instruction.
auditory or verbal explanation information on how to adjust to
will address them I will group this student with others who
should also be included. I will strengthen several pieces of his
during this lesson. are able to clarify any questions.
provide videos of the various fitness so that he may improve long
movements so that it can be reviewed term.
at any time via digital device.
In order to increase time efficiency in the
● What specific feedback regarding If there is any way that I can integrate technology in an
classroom, you might consider using a timer for
your focus students do you want appropriate way for the students, and/or increase time
transitions - students need to be made aware of
from your ME? efficiency in the classroom.
the expectation (ie. you have 30 sec to put
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4
 equipment away). As far as integrating
technology in PE - Online Research, electronically
logging exercise and food intake, using google
classroom to post workouts or articles for
students to comment on.
Checking for student’s understanding by asking
Specific Feedback If my lesson goals are appropriate for the day, or is it not clarifying questions will help you drive your
● What additional specific feedback enough, or too much. Always looking for just the right instruction. In addition, having students evaluate
do you want from your ME amount of information to present to the students, or their work: at the end of the lesson, ask, “could
regarding lesson implementation? even break it up into two different lessons. you have done more, pushed harder” If so, then
you’ll know the threshold of their ability.
Lesson will be opened with partnered or team warm-
ups. Then and introduction explaining what is to be
Instructional Planning done for the day, and the targets for the class is set at the
● How is the lesson structured beginning of the class period. Then, the students will
(opening, body, and closing)? experience first hand an appropriate number of
● What varied teaching strategies and intervals of strength & cardio. I believe that grouping
differentiated instruction will help students appropriately will help motivate and keep How will you communicate the day’s objective?
students meet lesson goals? them on track with the various intervals. The progress
● What progress monitoring of the students will be through the amount of intervals
strategies will be used? How will completed with the given time domain. The results will
results inform instruction? inform instruction by determining if the number of
intervals can be increased, or the difficulty of the
movements can be adjusted.
Student Engagement/Learning The lesson will be relevant to all the students because
● How will you make the lesson they are movements that are used in everyday life, Perhaps this is where you could ask students how
relevant to all the students? recreational, or athletic competitions. The students will they could connect the daily objective to their
● How will students show progress show progress towards mastery of lesson objectives if daily lifestyle? Get some buy in from the students
towards master of lesson they understand the reason for interval training, and of so that they are more eager to remain engaged?
objectives? course if their physical capabilities improve over time.
Classroom Management Grouping the students appropriately will aid in
● How will you maintain a positive maintaining a positive and encouraging atmosphere.
learning environment with a Those “motivators” will be paired with those who
Discussing real life scenarios could benefit these
welcoming climate of caring, struggle physically, which allows a safe but challenging
students while they motivate their partners.
respect, and fairness? classroom environment. For example, any negative
Again, having student come up with some phrases
● Identify specific classroom comment is made, classroom rules are already
or ways to motivate others.
procedures and strategies for established to encourage one another. The
preventing/redirecting challenging “motivating/positive” students again will usually
behaviors. redirect focus on a positive & encouraging environment.
The lesson will be closed with an informal call of asking
Closure
how everyone feels and feedback. Assessing student
● How will you close your lesson? A self assessment could be interesting to see if
learning will come from asking them why we interval
● How will you assess student they pushed themselves to their limits, or if they
train and how it affects their body. Stretching and a cool
learning and prepare them for the could have given more
down aids in prepping the body for overnight repair
next lesson?
while they sleep, and aids in the next training session.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
Student groups answered worksheet
Students completed the worksheets
EXAMPLE When teacher reviewed worksheet, she asked questions that included all levels of
and were able to ask questions. Most
CSTP 1: Engaging All additional questions of analysis and Bloom’s (“Identify 6 problem-solving
groups needed revisions for their
Students evaluation (“which problem-solving strategy strategies; pick two strategies and
questions; comparison/contrast was
● In what ways do you prefer? How could you create a math identify at least one similarity and one
the most common analysis question. I
were students problem that could be solved with this difference between them”). Groups then
need to give them a Bloom’s question
engaged? strategy?”) selected a strategy and created two
stems handout next time.
math problems to exchange tomorrow.

Specific Feedback
● What information
can you provide

the NT regarding
requested
special feedback?

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 4
CSTP 1: Engaging All
Students
● In what ways
were students
engaged? How
were students
not engaged?
● How did students
contribute to
their learning?

● How did teacher
and/or students
monitor
learning?
● How were the
focus students
engaged and
supported
throughout the
lesson?

CSTP 2: Effective
Learning
Environment
● How did students

and teacher
contribute to an
effective learning
environment?

CSTP 3: Organizing
Subject Matter
● What actions of
the NT
contributed to
student
assimilation of
subject matter?
● How did students
construct
knowledge of
subject matter?
● What
misconceptions
did students
have and how
were they
addressed by the
teacher?
CSTP 4: Learning
Experiences
● How were
students
supported
through
differentiated

instruction?
● How did students
participate?
● How did the NT
contribute to
student
learning?
CSTP 5: Assessing
Student Learning
● How did students
demonstrate
achievement of
lesson

objectives?
● In what ways did
students struggle
or demonstrate
limited
understanding?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 4
● What teacher
actions
contributed to
student
achievement?

Section 4: Post Observation Conference

To what degree did
students achieve lesson
objectives?
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
To what degree did
focus students achieve

lesson objectives?

What would you do

differently next time?

What were three top

Lesson Strengths?

What were three top

areas for improvement?

What are next steps?

Other Comments/Notes

All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
Information from this POP Cycle should be summarized on the NT ILP as appropriate.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 4